Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
Texto Completo: | http://tede.upf.br:8080/jspui/handle/tede/2217 |
Resumo: | The increase in the temperature of the Earth's surface has been worrying scientists, researchers, national and international government entities. This increase in global temperature boosts the effects of climate change resulting in extreme events. The Intergovernmental Panel on Climate Change (IPCC) warns that the planet continues showing a growth of 0.2ºC per decade. The forecast based on these projections is by the end of the 21st century the average global temperature of the planet could rise from 2ºC to more than 4ºC, if nothing will be done to reduce the increase in the Earth's temperature. In this sense, many ecosystems will be affected by the impacts of climate change. A necessary global alternative is people’s understanding of climate change focused on building resilience and tackling it. The objective of this study is to develop a model process of climate change education of teachers and students, in the municipality of Passo Fundo, in the Rio Grande do Sul state. The research methodology is exploratory, developed with a focus group (teachers and students of the sixth year of elementary school II) and without statistical representativeness, presenting a survey of primary data that characterizes the study as a ‘‘model for the climate change education process’’, which was structured in three phases: reflection, capacity and action. The results confirm that: 1) Climate change training and learning studies are incipient in many continents and from the last decade this topic has received the most attention; 2) The material developed by UNESCO, in 2014, has didactic-pedagogical potential for approaches related to climate change education (CCE). However, adaptations and changes are necessary given the different study realities; 3) Teachers and children represent groups of people with broad potential for local transformation. Therefore, there is a need to involve these groups in CCE process; 4) The CCE theme contributes to sustainable development since it has a multidisciplinary approach and it provides didactic-pedagogical approaches throughout the curriculum, addressing simple teaching and learning actions such as drawings, stories, posters, among others. Finally, it is concluded that there are still many actions to do regarding CCE since the theme requires further reflection in the theoretical and practical fields. Keywords: |
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Brandli, Luciana Londero662.380.800-00http://lattes.cnpq.br/4109261310326480Kalil, Rosa Maria Locatelli209.756.780-00http://lattes.cnpq.br/8565025033562422028.161.940-94http://lattes.cnpq.br/5447011853297969Rocha, Vanessa Tibola da2022-05-10T12:33:41Z2020-07-03ROCHA, Vanessa Tibola da. Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS. 2020. 214 f. Tese (Doutorado em Engenharia) - Universidade de Passo Fundo, Passo Fundo, RS. 2020.http://tede.upf.br:8080/jspui/handle/tede/2217The increase in the temperature of the Earth's surface has been worrying scientists, researchers, national and international government entities. This increase in global temperature boosts the effects of climate change resulting in extreme events. The Intergovernmental Panel on Climate Change (IPCC) warns that the planet continues showing a growth of 0.2ºC per decade. The forecast based on these projections is by the end of the 21st century the average global temperature of the planet could rise from 2ºC to more than 4ºC, if nothing will be done to reduce the increase in the Earth's temperature. In this sense, many ecosystems will be affected by the impacts of climate change. A necessary global alternative is people’s understanding of climate change focused on building resilience and tackling it. The objective of this study is to develop a model process of climate change education of teachers and students, in the municipality of Passo Fundo, in the Rio Grande do Sul state. The research methodology is exploratory, developed with a focus group (teachers and students of the sixth year of elementary school II) and without statistical representativeness, presenting a survey of primary data that characterizes the study as a ‘‘model for the climate change education process’’, which was structured in three phases: reflection, capacity and action. The results confirm that: 1) Climate change training and learning studies are incipient in many continents and from the last decade this topic has received the most attention; 2) The material developed by UNESCO, in 2014, has didactic-pedagogical potential for approaches related to climate change education (CCE). However, adaptations and changes are necessary given the different study realities; 3) Teachers and children represent groups of people with broad potential for local transformation. Therefore, there is a need to involve these groups in CCE process; 4) The CCE theme contributes to sustainable development since it has a multidisciplinary approach and it provides didactic-pedagogical approaches throughout the curriculum, addressing simple teaching and learning actions such as drawings, stories, posters, among others. Finally, it is concluded that there are still many actions to do regarding CCE since the theme requires further reflection in the theoretical and practical fields. Keywords:O aumento da temperatura da superfície da Terra vem preocupando cientistas, pesquisadores, entidades governamentais nacionais e internacionais. Esse aumento da temperatura global potencializa os efeitos da mudança climática resultando em eventos extremos. O Painel Intergovernamental do Clima (IPPC, sigla em inglês) alerta que o planeta continua a apresentar um crescimento de 0,2ºC por década. Com base nessas projeções, a previsão é a de que se nada for feito para reduzir o aumento da temperatura da superfície da Terra, até o final do século XXI a temperatura média global do planeta poderá subir de 2ºC a mais de 4ºC. Se essas projeções se confirmarem, muitos ecossistemas serão afetados pelo efeito da alteração climática. Nesse contexto, a compreensão das pessoas sobre a mudança climática com foco na construção da resiliência e enfrentamento da mesma é uma alternativa global necessária. O objetivo deste estudo é desenvolver um modelo para o processo de educação em mudanças climáticas de professores e alunos, no município de Passo Fundo, no Rio Grande do Sul. A metodologia da pesquisa é de caráter exploratório, desenvolvida com grupo focal (professores e alunos do sexto ano do ensino fundamental II) e sem representatividade estatística, apresentando levantamento de dados primários que caracteriza o estudo como um modelo para o processo de educação em mudanças climáticas, o qual foi estruturado em três fases sendo elas: reflexão, capacitação e ação. Os resultados confirmam que: 1) Estudos direcionados a aprendizagem em mudanças climáticas são incipientes em muitos continentes e é a partir da última década que esse tema tem recebido maior atenção; 2) O material didático desenvolvido pela UNESCO, em 2014, tem potencial didático-pedagógico para as abordagens relacionadas à educação em mudanças climáticas (EMC). No entanto, são necessárias adaptações diante das diferentes realidades de estudo; 3) Os professores e as crianças representam grupos de pessoas com amplo potencial de transformação local. Por isso, há necessidade de envolver estes grupos nos processos de EMC; 4) O tema EMC representa uma contribuição para o desenvolvimento sustentável, tem uma abordagem multidisciplinar e há possibilidade de abordagens didático-pedagógicas ao longo de todo o currículo, com ações de ensino e aprendizagem simples, tais como: desenhos, histórias, cartazes, entre outras. Por fim, conclui-se que, ainda há muito por se fazer no campo da EMC uma vez que, o tema exige maiores reflexões nos campos teórico e prático.Submitted by Jucelei Domingues (jucelei@upf.br) on 2022-05-10T12:33:41Z No. of bitstreams: 1 2020VanessaTibolaRocha.pdf: 11736181 bytes, checksum: b26b81b720c2358f6ba6cbc010da4901 (MD5)Made available in DSpace on 2022-05-10T12:33:41Z (GMT). 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dc.title.por.fl_str_mv |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
title |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
spellingShingle |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS Rocha, Vanessa Tibola da Mudanças climáticas Desenvolvimento sustentável Educação ambiental Professores e alunos ENGENHARIAS::ENGENHARIA CIVIL |
title_short |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
title_full |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
title_fullStr |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
title_full_unstemmed |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
title_sort |
Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS |
author |
Rocha, Vanessa Tibola da |
author_facet |
Rocha, Vanessa Tibola da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Brandli, Luciana Londero |
dc.contributor.advisor1ID.fl_str_mv |
662.380.800-00 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4109261310326480 |
dc.contributor.advisor-co1.fl_str_mv |
Kalil, Rosa Maria Locatelli |
dc.contributor.advisor-co1ID.fl_str_mv |
209.756.780-00 |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/8565025033562422 |
dc.contributor.authorID.fl_str_mv |
028.161.940-94 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5447011853297969 |
dc.contributor.author.fl_str_mv |
Rocha, Vanessa Tibola da |
contributor_str_mv |
Brandli, Luciana Londero Kalil, Rosa Maria Locatelli |
dc.subject.por.fl_str_mv |
Mudanças climáticas Desenvolvimento sustentável Educação ambiental Professores e alunos |
topic |
Mudanças climáticas Desenvolvimento sustentável Educação ambiental Professores e alunos ENGENHARIAS::ENGENHARIA CIVIL |
dc.subject.cnpq.fl_str_mv |
ENGENHARIAS::ENGENHARIA CIVIL |
description |
The increase in the temperature of the Earth's surface has been worrying scientists, researchers, national and international government entities. This increase in global temperature boosts the effects of climate change resulting in extreme events. The Intergovernmental Panel on Climate Change (IPCC) warns that the planet continues showing a growth of 0.2ºC per decade. The forecast based on these projections is by the end of the 21st century the average global temperature of the planet could rise from 2ºC to more than 4ºC, if nothing will be done to reduce the increase in the Earth's temperature. In this sense, many ecosystems will be affected by the impacts of climate change. A necessary global alternative is people’s understanding of climate change focused on building resilience and tackling it. The objective of this study is to develop a model process of climate change education of teachers and students, in the municipality of Passo Fundo, in the Rio Grande do Sul state. The research methodology is exploratory, developed with a focus group (teachers and students of the sixth year of elementary school II) and without statistical representativeness, presenting a survey of primary data that characterizes the study as a ‘‘model for the climate change education process’’, which was structured in three phases: reflection, capacity and action. The results confirm that: 1) Climate change training and learning studies are incipient in many continents and from the last decade this topic has received the most attention; 2) The material developed by UNESCO, in 2014, has didactic-pedagogical potential for approaches related to climate change education (CCE). However, adaptations and changes are necessary given the different study realities; 3) Teachers and children represent groups of people with broad potential for local transformation. Therefore, there is a need to involve these groups in CCE process; 4) The CCE theme contributes to sustainable development since it has a multidisciplinary approach and it provides didactic-pedagogical approaches throughout the curriculum, addressing simple teaching and learning actions such as drawings, stories, posters, among others. Finally, it is concluded that there are still many actions to do regarding CCE since the theme requires further reflection in the theoretical and practical fields. Keywords: |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-07-03 |
dc.date.accessioned.fl_str_mv |
2022-05-10T12:33:41Z |
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dc.identifier.citation.fl_str_mv |
ROCHA, Vanessa Tibola da. Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS. 2020. 214 f. Tese (Doutorado em Engenharia) - Universidade de Passo Fundo, Passo Fundo, RS. 2020. |
dc.identifier.uri.fl_str_mv |
http://tede.upf.br:8080/jspui/handle/tede/2217 |
identifier_str_mv |
ROCHA, Vanessa Tibola da. Educação em mudanças climáticas : um estudo de caso em Passo Fundo, RS. 2020. 214 f. Tese (Doutorado em Engenharia) - Universidade de Passo Fundo, Passo Fundo, RS. 2020. |
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Universidade de Passo Fundo |
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